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Neil Selwyn. A short summary of this paper. This reflects the significant but uneasy relationship between education and digital technology that has developed over the past three decades or so. On one hand, digital technology is now part of education in ways that would have been hard to imagine even a few years ago. Learners and educators have unprecedented access to information and communications through a variety of portable and personalised digital devices.
Indeed, it could be argued that digital technologies have promised much in the way of educational improvement and innovation over the past thirty years — but delivered much less. As such, it makes sense for us to approach digital education in problematic terms. These struggles take place across a number of fronts — from the allocation of resources and maximization of profit, to concerns with epistemology or equality of educational opportunities.
As such, many of the key issues underpinning education and digital technology would appear to be the fundamentally political questions that are asked continually of education and society — i. Developing a fuller sense of the educational application of digital technology could therefore be said to come from a recognition of broader issues of power, control, conflict and resistance.
Put bluntly, any account of digital technology use in education needs to be framed in explicit terms of societal conflict over the distribution of power. This brings us to the focus of this paper — i. Carefully studying the discourses that have been employed and teasing out the contradictions, fault lines and recurring themes within can therefore provide far richer insights into the growing place of digital technology and media within education than would be possible through analysis of educational practice alone for example, see Williamson , Rudd Nicholas, Vol.
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